Judy Gill: English is now an Official Language. The Ministry of Education must review its language policies.

The mixed te reo-English register now routine across New Zealand education did not appear overnight. Its policy roots stretch back decades — and one father’s refusal to accept it exposes a national question.

English is now, in statute, an official language of New Zealand.

Judy Gill: Sacred, Tapu, Tūpuna and Floating Ghosts - When Constant Demands for Respect Produce the Opposite

INTRODUCTION

New Zealanders are repeatedly told that Māori spiritual beliefs, practices and traditions must be respected.

But when religion and superstition are presented as “knowledge”, and criticism of spiritual claims is treated as disrespect, constant demands for respect can eventually produce the opposite.

Judy Gill: Show Us The Manuscript

Matariki, an unpublished manuscript, and the abandonment of “peer review”

New Zealand has built a national holiday, government policy, public ceremony and classroom teaching around claims drawn from a family manuscript that the public has never been allowed to read. The claims are treated as authoritative. The source itself remains unpublished and unexamined by independent scholars.

Judy Gill: The New Zealand Anglican Church - Ethnic Division, Gender Politics, Social Justice Language, and the Politics of Identity

Last month, members of Te Pīhopatanga o Aotearoa (the Māori Anglican Church) attended the installation in London of Sarah Mullally, the first woman to become Archbishop of Canterbury in the office’s 1,400-year history.[1] In Te Ao Māori News, Archbishop Don Tamihere (no relation to John Tamihere or David Tamihere) described the occasion as one in which a “Three Tikanga Church” could rightly rejoice, and he framed that response in terms of justice, equity, colonial history, and culturally grounded expressions of faith.[1]

Judy Gill: New Gods for a Dying Church

Or syncretism preparing the path for a one-world religion?

Contents

1. Syncretism and the absorption of Matariki into Catholic language and liturgy

Judy Gill: How does Diocesan School for Girls give effect to the Te Tiriti o Waitangi?

Observations from an Open Day visit to one of New Zealand’s highest-performing schools

A visit to the Open Day at Diocesan School for Girls in Epsom — widely regarded as the top-performing girls’ school in New Zealand.

I attended the Open Day at Diocesan School for Girls in Epsom.

Judy Gill: When the Language of Governance Reaches The School Gate

How the -tanga register moved from the bureaucracy into everyday New Zealand life

Alternative headlines: From the Policy Desk to the School Gate; How a new public vocabulary entered everyday New Zealand life; The Words that Arrived Without a Lesson

Judy Gill: The Bar was Lowered — and a Third of Boys Still Failed

How ERO reporting allows primary schools to escape academic scrutiny and why low parent expectations mean it goes largely unchallenged

When an Education Review Office (ERO) report describes students as “not yet achieving,” “priority learners,” or “requiring acceleration,” it is avoiding a simpler truth: some children are failing to meet basic academic expectations.

Judy Gill: When Tree Removal Becomes Risk

Hawke’s Bay, Mauao, and the Consequences of Substituting Ideology for Environmental Science

Introduction

Natural disasters do not begin with storms alone.

They begin with decisions made years earlier — decisions about land use, vegetation, risk tolerance, and which knowledge systems are permitted to guide public policy.

Judy Gill: Just Another Failed Trip to Auckland CBD

18 January 2025.

So we came by ferry to Auckland CBD from lovely Waiheke Island — lovely socialist, neo-Marxist Waiheke Island — I and my young son, intending to catch a train to visit his sister in Onehunga.

The trains weren’t running. Not in January. Not through the CBD. Not in peak tourist summer season. Not in cruise ship season. So the plan changed.

Judy Gill: The Eden Myth in New Zealand Education

New Zealand’s education system now teaches children a moral mythology presented as history. This article exposes how modern values were repackaged, environmental destruction erased, and ancestry elevated into authority — without debate, evidence, or consent.

Judy Gill: Te reo Māori, taonga and the question of responsibility

Te reo Māori is frequently described as a taonga—sacred, tapu, precious—and the Treaty of Waitangi is often invoked to argue that the state therefore bears an obligation to protect it.

Increasingly, a further claim is added: that difficulty learning te reo Māori today is driven by “intergenerational trauma”. This article questions whether that trauma framework is being used with conceptual precision and evidential discipline, and whether it explains contemporary language outcomes better than simpler factors such as age, literacy, educational quality, and language use in the home.

Judy Gill: What “Giving Effect To Te Tiriti” Means in Schools

What does “giving effect to Te Tiriti” actually mean?

Across New Zealand, schools are declaring that they will “give effect to Te Tiriti o Waitangi.”

Many parents assume this means teaching New Zealand history or acknowledging Māori culture. In reality, in modern policy language, it means something far more structural.

Judy Gill: Tikanga Blasphemy and Real Free-Speech Exceptions in State Law in New Zealand

“TIKANGA IS MUMBO-JUMBO” – Sean Plunkett declared.

No, you must cease and desist, or we will take your company down.

THIS IS BLASPHEMY AGAINST TE AO MAORI FUNDAMENTALISM, the state religion of Aotearoa!

– Chants the NZ Broadcasting Standards Authority.

Judy Gill: Maori Ward Referendums

Just watch as rates rise, property values fall, and ideology moves into the school zone

Congratulations, residents of the new Maori Ward Councils — just watch as rates climb, property values fall, and a full cultural bureaucracy moves in. You’ll see more Te Reo road signs, karakia before every meeting, and a few taniwha to appease before any construction begins. And if you’ve got school-age children, check your zoning now — these areas will surely become magnets for ideological schooling and activist curriculum presented under the banner of “inclusion.”

Judy Gill: Teaching Children to Think — or Teaching Them What to Think?

New Zealand: Indoctrination in the Classroom

From early childhood onwards, New Zealand children are not being taught to question. They are being taught to accept.

Three powerful narratives dominate their schooling:

Judy Gill: Are Our Schools Teaching NZ Values — Or The UN Agenda?

New Zealand’s education system has shifted far beyond teaching reading, writing, and arithmetic. Increasingly, it mirrors the United Nations Sustainable Development Goals (SDGs), embedding international agendas into the classroom. The result is that our children are being shaped by global policy frameworks rather than by the values of a free and secular society.

Three themes dominate: the climate apocalypse, Te Tiriti principles, and Te Ao Māori spirituality. Each aligns neatly with UN education targets.

Judy Gill: Learning Lost in Facebook Reo-Lish Gobbledygook

Doggy Daycare Rights for Children

In New Zealand, “preschool” is Early Childhood Education (ECE). It isn’t babysitting — since 1996, when Te Whāriki (the national ECE curriculum) was introduced, the purpose has been education. Parents are supposed to get “learning stories” that record a child’s development. Secure apps like “Educa” and “Storypark” exist for that reason: private, child-specific updates for families.

Judy Gill: Te Reo– A Parent's Journey

Forty years on from Te Reo being granted official language status in 1987, and its gradual introduction into mainstream schools through the 1980s and 1990s, there is still no curriculum, no syllabus, no grammar, no syntax. No textbooks. No real workbooks.

Judy Gill: Protecting Kiwi Teens from Irreversible Facial Tattoos

Lede

New Zealand rightly sets 16 as the age of consent for sex and marriage. Yet our law lets a 13-year-old receive a permanent facial tattoo — even on a state-school campus — if a parent agrees. That contradiction puts children in harm’s way medically, socially, and economically.